1,670 research outputs found
University strategic planning in Cameroon: what lessons for sub-Saharan Africa?
This article argues that the global, regional, and local realities can complement rather than contradict each other in the process of strategic planning for universities in Sub-Saharan Africa (SSA).
Using the case of the University of Buea in Cameroon, it attempts to use the global trends of polarisation in knowledge production capacity as an input or tool for identifying strategic choice in the process of strategic planning in institutions. The national policy
background is used to highlight the context and inherent role of the central government in the process of institutional strategic planning
Quantifying Quality: What Can the U.S. News and World Report Rankings Tell us About the Quality of Higher Education?
Since their first appearance in 1983, the U.S. News and World Report rankings of colleges and graduate schools have generated much discussion and debate, from some declaring them among the best rankings ever published to others describing them as shallow, inaccurate, and even dangerous. The research presented here addresses two of the most common criticisms of the methodology used to produce these rankings. In particular, this study answers the following questions: What is the extent of change in U.S. News' ranking formulas across years and what are the implications for interpreting shifts in a school's rank over time? How precise is the overall score that U.S. News uses to rank schools and what are the implications for assigning schools to discrete ranks? Findings confirm critic's concerns in each of these areas, particularly in relation to the ranking of graduate schools of education. Based on these results, five recommendations are made for improving the interpretability and usefulness of the rankings
Educación en Valores y Diferencia Sexual: Realidad y políticas educativas en el contexto español
Este artículo analiza para el contexto español las políticas
promovidas en los últimos años por el gobierno conservador del
partido popular y los cambios que conllevaron la entrada en vigor,
en el 2002, de la Ley de Calidad de la Enseñanza. Los mismos no parecen garantizar la igualdad de oportunidades para las
mujeres, pues nos encontramos ante una Ley cuya finalidad es
buscar respuestas a los cambios tecnológicos y los criterios de
mercado, llegando a afirmarse que las reformas educativas son
necesarias para la “revisión, ajuste y mejora”, siendo la “calidad”
el mecanismo para “el logro de cotas más elevadas de progreso
social y económico”. A pesar de que la exposición de motivos de
la Ley alude al bienestar individual y social –sin explicitar
abiertamente el significado que les otorga-, los planteamientos
neoliberales de las economías capitalistas se insertan en el
discurso y se habla, como se ha indicado, de la necesidad de
ajustes que en estas perspectivas no garantizan el avance en la
lucha contra la exclusión y la discriminación, dificultando el
encuentro de las diferencias, de lo femenino y de lo masculino. El
nuevo gobierno socialista, surgido de las elecciones celebradas
en el pasado mes de marzo de 2004, forzosamente debe
plantear una transición educativa que necesita de medidas
urgentes, atrevidas y transformadoras.This article deals with the policies promoted during the conservati
Spanish government of the partido popular and the changes
implemented by the 2002 Act of Educational quality and their
impact on gender issues, in particular women’s human rights.
This article will contend that the Act did not guarantee equality of
opportunity for women. The 2000 Act’s objective was to search
for solutions to contemporary technological changes and market
criteria by implementing an educational reform oriented to
“review, adjust and improve the life of schools”. To do so, the
conservative government proposed that “quality” was the
mechanism to “reach bigger social and economical progress”.
This article concludes that the new socialist government, elected
in March of 2004, must introduce an alternative model for the
current transition, implementing both bold and transforming
measures
Ethnic segregation in context: the case of education in Vallecas-Puente de Vallecas
Este artículo presenta un análisis etnográfico de las condiciones sociales y procesos ideológicos que ayudan a comprender la distribución desigual del alumnado entre centros públicos y privados en función de su procedencia étnica. Para ello, examina
la forma que adoptan estos mecanismos en una zona concreta de Madrid (España): Vallecas-Puente de Vallecas. Esta área de la ciudad ha experimentado cambios sociales muy importantes a lo largo de los últimos cincuenta años y tiene una historia social muy intensa dentro de la ciudad. En la actualidad, presenta un índice alto de segregación étnica en los centros escolares en función de su titularidad (pública vs. privada-concertada).
Además, frente a lo que se considera la tendencia habitual en
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España, a pesar de ser una zona predominantemente de clase
media-baja, la mayor parte del alumnado de estos dos distritos
está escolarizado en centros privados-concertados. Estas
circunstancias se explican a través de una teoría folk presente en
la comunidad en cuanto al papel de la educación privada en los
procesos de movilidad social y una categorización émic de la
clase de estudiantes que asiste a centros públicos y
privados-concertados. En las conclusiones se discuten dos
aspectos: (a) las implicaciones que este caso tiene para la
implementación de políticas educativas encaminadas a reducir la
“dualización” del sistema educativo español y; (b) algunas líneas
de trabajo que podrían abrirse en el estudio del papel del sistema
educativo en la construcción de la desigualdad socialThis article presents an ethnographic analysis of the social conditions and ideological processes that help understand how students are distributed unequally between private and public schools on the basis of their ethnicity. To do so, it examines the form these mechanisms adopt in a particular area of Madrid (Spain): Vallecas-Puente de Vallecas. This part of the city has undergone dramatic social changes during the last fifty years and
has a very intense social history in Madrid. Currently, it shows a high degree of ethnic segregation between schools depending on their status (public vs. ‘private-concerted’). Also, contrary to what is considered the usual tendency in Spain, even though this area
is predominantly lower-middle class, the majority of students of these two districts are enrolled in private-concerted schools. These circumstances are explained through a folk theory present in the community regarding the role of private education in processes of social mobility and an emic categorization of the type of pupils who attend public and private-concerted schools. In the conclusions, two themes are discussed: (a) implications that this case has for practical implementations of policy measures geared at reducing the “dualization” of the Spanish educational system and; (b) some strands of research that could be followed in the study of the role the educational system plays in the
construction of social inequalit
Globalization, statist political economy, and unsuccessful education reform in South Korea, 1993-2003
This article examines the relationship between globalization and national education reforms, especially those of educational systems. Instead of exploring the much debated issues of how globalization affects national educational systems and how the nations react by what kinds of systemic education reform, however, it focuses on what such a method often leaves out, viz., the internal conditions of a nation that facilitates or hampers reform efforts. Taking South Korea as an example, it explores that country's unique national context which restricts and even inhibits education reforms. Especially noted here is the established "statist" political economy in education. In the paper's analysis, although South Korea's statist political economy has made a substantial contribution to economic and educational development, it is now considered increasingly unviable as globalization progresses. Nevertheless, the internal conditions, resultant from the previous statist policies, set limits on policy makers' efforts to alter the existing educational system. The analysis suggests that a fuller assessment of globalization's impact upon national educational systems or their reforms requires a perspective which is broad enough to encompass not only the concepts and/or theories of globalization and nation states but also the power relations and ideological setup of individual nations
Project Hope and the Hope School System in China: A Re-evaluation
I investigate the creation, development, contributions and limits of Project Hope, a huge government-endorsed education project seeking non-governmental contributions to overcome educational inadequacy in poverty-stricken rural communities in transitional China. By reexamining the composition of sponsored students, the locations of Hope Primary Schools and non-educational orientations for building and expanding schools, I argue that Project Hope and its Hope School system have not contributed to educational access, equality, equity, efficiency and quality as it should have. Poverty-reduction-oriented curriculum requirements in Hope Primary Schools are theoretically misleading and realistically problematic
The No Child Left Behind Act and the legacy of federal aid to education.
The No Child Left Behind Act of 2001 (NCLB) builds on a tradition of gradually increasing federal involvement in the nation's public school systems. NCLB both resembles and differs from earlier federal education laws. Over the past five decades, conservatives in Congress softened their objections to the principle of federal aid to schools and liberals downplayed fears about the unintended consequences of increased federal involvement. The belief in limited federal involvement in education has been replaced by the presumption by many legislators that past federal investments justify imposing high stakes accountability requirements on schools
The establishment of modern universities in Korea and their implications for Korean education policies
노트 : Articles appearing in EPAA are abstracted in the Current Index to Journals in Education by the ERIC Clearinghouse on Assessment and Evaluation and are permanently archived in Resources in Education
The Varieties of Knowledge and Skill-Based Pay Design: A Comparison of Seven New Pay Systems for K-12 Teachers
A number of lines of research (e.g., National Commission on Teaching and America\u27s Future, 1996; Slavin & Fashola, 1998; Wright, Horn, & Sanders, 1997; Bembry, Jordan, Gomez, Anderson, & Mendro, 1998; Ferguson & Ladd, 1996) have identified teacher instructional capacity as a key variable in the success of educational reforms in improving student achievement. Since 2000, the Consortium for Policy Research in Education has been studying a new form of teacher compensation that may have the potential to support improvements in the capacity of teachers to deliver instruction that would enable all children to achieve to high academic standards, as well as to respond to the growing public concern that there be some link between teacher salaries and teacher performance. This innovation -- knowledge and skill-based pay -- rewards teachers with base pay increases and/or bonuses for acquiring and demonstrating specific knowledge and skills needed to meet educational goals, such as improving student achievement. The application of this pay concept to K-12 education has been suggested by Conley and Odden (1995), Mohrman, Morhman, and Odden (1996), and Odden and Kelley (1997). This report examines a study of seven knowledge and skill-based pay systems for teachers that have been developed by U.S. schools or districts
School size, student achievement, and the "power rating" of poverty: Substantive finding or statistical artifact?
The proportion of variance in student achievement that is explained by student SES-"poverty's power rating," as some call it-tends to be lower among smaller schools than among larger schools. Smaller schools, many claim, are able to somehow disrupt the seemingly axiomatic association between SES and student achievement. Using eighth-grade data for 216 public schools in Maine, I explored the hypothesis that this in part is a statistical artifact of the greater volatility (lower reliability) of school-aggregated student achievement in smaller schools. This hypothesis received no support when reading achievement served as the dependent variable. In contrast, the hypothesis was supported when the dependent variable was mathematics achievement. For reasons considered in the discussion, however, I ultimately concluded that the latter results are insufficient to affirm the statistical-artifact hypothesis here as well. Implications for subsequent research are discussed
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